{"id":27,"date":"2015-02-17T13:32:30","date_gmt":"2015-02-17T18:32:30","guid":{"rendered":"https:\/\/adultnumeracyatterc.wordpress.com\/?p=27"},"modified":"2015-02-17T13:32:30","modified_gmt":"2015-02-17T18:32:30","slug":"the-journey-of-teaching-math-part-1","status":"publish","type":"post","link":"https:\/\/www.terc.edu\/adultnumeracycenter\/the-journey-of-teaching-math-part-1\/","title":{"rendered":"The Journey of Teaching Math – Part 1"},"content":{"rendered":"
by Pam Meader<\/p>\n
Today the snow is falling outside and we are all hunkered down for a big storm. For me, it is a time to be reflective of where I have been on this journey called math education. A few weeks ago, Marilyn Burns, a well-known math educator in the K-12 world, started a blog and her first entry was about her experience as a math teacher. I couldn\u2019t help but connect to her story, as I felt like she was describing my journey as well.<\/p>\n
I started college in 1970 with the intent of becoming an elementary school teacher. However, when course registrations for freshmen began, I was closed out of most of my required courses \u2014 even courses for a minor in math. I was beside myself, but a nice professor came to my rescue and offered to take me into his Foundations in Functions class even though I had not had calculus and (at that time) was not a math major. He even made special tests for me that excluded the calculus component. While taking the course, I discovered my deepening love for mathematics. When second semester rolled around, I changed my major to secondary math and my math journey began.<\/p>\n
In her blog, Marilyn Burns reflected on how college mathematics courses were tough for her, just as they were for me. Nothing connected for me in the courses, but fortunately I was a good memorizer and would spend hours memorizing procedures for various exams. I passed all my required courses but really carried very little understanding or knowledge with me when I graduated. To make matters worse, our Teaching Methods class was just teaching a lesson to our peers; there was no discussion of pedagogy that I can remember and very little connection to the reality of teaching.<\/p>\n
I was hired as a high school teacher right out of college. I was barely older than some of my senior students and the reality of teaching hit me head on. Like Marilyn, I started teaching like I had been taught: in a very procedural way. But, I did walk around and check on students\u2019 work and was always available for extra help. Then came the first quiz I gave to my freshman class and \u2014 they all failed. That was my wake up call. I knew there had to be a better way to reach my students. I had discovered one problem was that the students didn\u2019t even know how to read a math text or use it to help prepare for tests, and so that summer I took a course called Teaching Reading in the Content Area. The course was helpful, but it never addressed how to teach reading in a math<\/em> classroom. And so my journey in reforming my math teaching began\u2026<\/p>\n
<\/a>Pam is currently co-director of the SABES Center for Mathematics and Adult Numeracy professional development initiative for Massachusetts. Pam is a former high school math teacher and has taught math in adult education for over 25 years. She helped co-develop Adults Reaching Algebra Readiness (AR)2 <\/sup>with Donna Curry. She is a national trainer for LINCS and ANI (Adult Numeracy Instruction). Pam enjoys sharing techniques for teaching math conceptually from Basic Math through Algebra and has co-authored the Hands On Math<\/a> series for Walch Publishing in Portland, Maine.<\/em><\/p>\n